Games, simulations, and learning in emergency preparedness: A review of the literature

Abstract

Between 2007 and 2011, a comprehensive review of the literature was conducted to identify the usefulness of educational games and simulations in developing and evaluating the competency of public health professionals to prepare for, respond to, and recover from emergencies. This article presents an overview of the literature related to the use of games and simulations in education and training, summarizes key findings, identifies key features of gaming simulation design for educational effectiveness, and suggests that use of these emerging teaching and learning strategies be considered in the development of a comprehensive approach for creating and evaluating competency.

Educating First Responders to Provide Emergency Services to Individuals with Disabilities

“…The simulated real-life scenarios and interactivity in Rescue-D may have felt more familiar or comfortable to learners used to participating in such drills. Online simulations and games have been found to be particularly motivating to learners; 25 satisfaction and motivation impact performance. 36 Adults learn best when applying theory to practice and prefer experiential to passive learning.…”

“…36 Adults learn best when applying theory to practice and prefer experiential to passive learning. 25 During development we learned that our intended audience didn't want the pressure of "tests"; thus, embedding pre-and post-tests into the storyline may have also encouraged learner motivation and enthusiasm, leading to knowledge and skill gains. Another factor impacting the results may have been ease of technology use.…”

“…Computer-based online education is an increasingly beneficial educational method for teaching emergency responders, enhancing and reinforcing knowledge and satisfaction, and motivating learning. [23][24][25][26] Online courses offer the opportunity to educate a potentially large and widely dispersed audience 27 and can provide immersive, participatory, realistic scenarios. 24 Appropriate response is greatly influenced by responder familiarity with the response scenario plus skill, knowledge, and psychological state.…”

“…24 Thus, like drills, online courses can offer interactive response scenarios that simulate real life, offering the learner practice before encountering a like situation in the field. 24,25 The US Centers for Disease Control and Prevention notes that simulations, including those with game-like features, are so advantageous that they should be a key component of public health education. 23 An additional advantage of online courses is the ability to repeatedly review a course and score it electronically to aid performance assessment and develop corrective action.…”

“…24 Finally, online training is thought to be cost-effective; the US Department of Defense found that computer simulations reduced training costs by 10% compared with in-person training. 25…”